Call for submissions to an edited book on Art Education and the City

To be published by Teachers College Press with the following working title: Urban Education with a Vision: Art, Social Justice, and the City as Possibility.
Edited by Karen Hutzel, Flavia Bastos, and Kimberly Cosier

This edited volume promotes quality art and education in urban environments by highlighting successful models of visual art education practice, including those in school, community, and organizational and museum settings. Our intent is to offer a book that focuses on possibilities and evidence of success in learning in and through art in urban contexts. Promoting social justice and social reconstruction, we are inspired by an asset-based approach derived from community development theory. Too often, writing on urban education comes from a deficit-based model. We place a greater value in the resources available in city spaces than on the limitations that exist and are faced on a daily basis by schools, communities, and arts organizations. Although we recognize, question, and challenge the inequalities that impact students and teachers in urban settings, we wish to promote a pedagogical discourse that focuses on possibility, fomenting an educational imagination aimed at hope.

Guidelines - the 1-page abstract should contain the following elements:
Your name
Your discipline and institutional role (title)
Contact information (address, email, phone)
References: Please provide a brief bibliography

The following critical prompts may help you focus your abstracts
Section: Which section from the draft outline of the text do you see your manuscript contributing most to? Why?
Theoretical Orientation: How will you address the asset-based approach that is the book’s foundation?
Approach/Topic: How will you support the theoretical approach in your topic? What format will your chapter take? What might readers learn from your contribution?
Future directions: What are questions to ponder, resources to explore, or activities to pursue? What are suggestions for those who teach in urban settings?

Chapter Abstract due by April 1, 2010.
Please e-mail a Word (.doc) version of your abstract to the following address:
urbanarteducation AT gmail.com

Service-Learning Session at MLA 2011 Conference

Service Learning Pedagogy and Undergraduate Literature Courses: Cultivating Long-Term Partnerships

Service learning--a sustained service experience outside the traditional literature classroom--enhances students' interpretive abilities and civic awareness. How is it used? Is it effective? How do you negotiate long-term commitments to community partners with your own pedagogical goals in the literature classroom?

250–500-word abstracts and 2-page CV by 2 March 2010. Send proposals to Alice Villaseñor (alicev@usc.edu) and Roberta Rosenberg (rrosenb@cnu.edu).

Request for Proposals: IARSLCE Conference Host for 2011 and 2012 Conferences

Proposals due by April 30, 2010.

Organizations and educational institutions committed to research on service-learning and community engagement are encouraged to submit proposals to serve as hosts for the 2011 and 2012 Annual Conferences of the International Association for Research on Service-Learning and Community Engagement (IARSLCE).

For the complete Request for Proposals, visit:
http://www.researchslce.org/_Documents/Conferences/2011/IARSLCE_Conf_Site_2011_and_2012_RFP_1_21%202012.pdf

Call for Stories and Professional Journeys: Community Works Journal

Community Works Journal welcomes unsolicited articles and essays. Submissions will be reviewed and their authors contacted promptly. We are always glad to speak with prospective authors about their story ideas.

Community Works Journal is published by Community Works Institute, in support of teaching practices that build community. Community Works Journal is now in its fourteenth year of publication and continues to meet a crucial need for sharing reflections on teaching, along with models and resources that inspire by example.

The Journal supports educators from K-16 schools, community-based programs, and supporting networks. Over the years we have published hundreds of stories from urban, rural, and suburban communities, large and small. The articles we publish range from deeply personal reflections to more formal description of programs and curriculum.

We look for articles that highlight innovative educational strategies and practices involving educators and students in meaningful work within their communities. Articles may also feature curriculum or program examples, tools and teaching resources. We are especially interested in reflections on teaching, learning and the experience of community through educational endeavors.

Submissions should be sent by email, as an attachment. Most word processing formats are acceptable. Minimal formatting is suggested. Word count maximum is generally 1,600 words. Please contact us if this is a problem. In some cases we will edit for length with the author's request. An exception to word maximum may be the inclusion of information on a resource of significance to the article.

For more information:
http://www.vermontcommunityworks.org/cwjonline/submitguide.html

Request for Papers: The Sixth Biennial Faith-Based Service-Learning Conference

The Sixth Biennial Faith-Based Service-Learning conference for teaching faculty, co-curricular faculty, administrators, students and community partners interested in the interactions between spirituality and faith perspectives and service-learning will be held at Messiah College, June 10-12, 2010. Previous conferences have brought together a diverse group of persons for rich conversations and mutual learning.

The conference is of particular interest to persons at faith-based institutions, but is by no means limited. Conference participants are invited to submit papers and facilitate roundtables that discuss theoretical assumptions, community based research, model service-learning programs and pedagogical strategies that build on the strengths of faith traditions and community assets. A distinctive of the conference is the special emphasis given to the ways that particular faith traditions impact service learning and community-based research. This year's theme lends itself to an exploration in how faith traditions contribute to and sustain a vocation to service and learning.

Paper proposals are due March 12, 2010.

Conference participants are invited to submit proposals for papers, workshops roundtables or presentations. These may be conceptual, empirical or descriptions of innovative programs. Roundtable proposal submissions for breakout sessions that actively include dicussion and participants are encouraged. Papers that highlight the distinctive contributions of faith traditions to nurturing a commitment to student and institutional engagement through service-learning are encouraged. Workshops that examine the realtionship of service-learning and disciplinary expertise, as an innovative pedagogy, contributing to original scholarship and/ or the vocational mentoring of students is encouraged. Proposals should be sent via the online web form on the conference website to Chad Frey no later than March 12, 2010 . Persons whose proposals are accepted will be notified as soon as possible and the abstracts will be printed in the conference brochure. Selected papers may also be published in national service-learning journals. Listed below are some possible topics. Other suggestions are welcome.

• Creative programs working at spirituality, social justice, social policy, advocacy, and social change;
• Exploration of the strengths of faith traditions to sustain an call to service for the common good;
• Issues related to building effective asset based community partnerships with both faith-based and other organizations;
• Particular issues encountered in service-learning and/or community-based research at faith-based colleges;
• Integrating evangelism and justice in service-learning;
• Descriptions of model programs and best practices;
• International service-learning;
• Institutionalizing service-learning at faith based colleges;
• Service-learning project planning, design and assesssment